MCEP101
Theories of Intelligence, Cognition and Assessment
Through this module course participants will be presented with an overview of intelligence, theories of intelligence and its measurement. They will also gain a deeper understanding of typical and atypical child and adolescent development and the interaction between concepts of ‘development disability’ and ‘child and adolescent development’. Through an exploration of the main theoretical concepts underlying child development and drawing from modern frameworks of health and function and systemic theory will help inform ways to conceptualize and implement intervention strategies to integrate development and disability more effectively.
By the end of this module, the learner will be able to:
a. Develop a comprehensive understanding of intelligence theories and methods of how intelligence is measured;
b. Carry out British Ability Scales on a learner;
c. Score and interpret the British Ability Scales;
d. Choose the ideal intervention strategy for each particular case;
e. Conduct developmental interviews;
f. Advice educators and parents to support students with atypical development to thrive in education and other contexts;
e. Report a developmental history of a client/student.
a. Define the concept of intelligence;
b. Describe the Spearman’s and Gardner Theories of Intelligence;
c. Comprehensively distinguish between fluid and crystalised intelligence;
d. Critique and systemically define how intelligence is measured;
e. Outline the history, standardisation and theory behind British Ability Scales;
f. Demonstrate knoweldge of how to administer the British Ability Scales;
g. Describe the different developmental theories;
h. Develop understanding of neurodevelopmental disorders as describe in the DSM 5-TR and ICD 11;
i. Identify the reciprocal impact that the two concepts have on each other;
j. Recognize atypical development;
k. Identify the impact of the environment on the different aspects of development.
a. Administer British Ability Scales on children/adolescents in schools;
b. Input raw scores obtained from British Ability Scales ;
c. Interpret results and report findings of the British Ability Scales;
d. administera developmental interview and summarise the findings in a clear and organised manner;
e. Select tests that help identify atypical development;
f. Conduct observations to identify atypical development;
g. Collaborate with other stakeholders in the holistic development of the child/adoloscent.
This module will be assessed through: Assignment and Practical Task: A recorded assessment session.
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